Organisational justice and teachers’ job commitment in Kwara State Public Primary Schools, Nigeria
Keadilan organisasi dan komitmen para guru di Sekolah Rendah Awam Kwara, Nigeria
DOI:
https://doi.org/10.53840/attarbawiy.v6i2.3Keywords:
Organisation, Justice, Commitment, Distributive, Informational.Abstract
Abstract
This study sought to investigate the relationship between organisation justice and teachers’ job commitment in Kwara State public primary schools, Nigeria. The study adopted a descriptive survey of correlation type. Random sampling technique was used to select 72 schools out of 1,580 public primary schools in the three senatorial districts of the state. Fifteen respondents from each sampled school making a total of 1,080 respondents for the study. The instruments used were: “Organisational Justice and “Teachers’ Job Commitment Questionnaire”. The instruments were validated by experts in the Department of Educational Management. One thousand and eighty (1,080) copies of questionnaire were administered to teachers but nine hundred and seventy two (972) copies returned. Two research questions were raised and answered; one hypothesis was formulated to guide the study. Descriptive Statistics of mean and standard deviation were used to answer the research questions while step-wise Multiple Regression was used to test the hypotheses at 0.05 level of significance. The findings were that: the level of organizational justice was found to be average; the level of teachers’ job commitment was also found to be average; distributive justice and procedural justice have negative significant relationship with teachers’ job commitment while informational justice and interactional justice have positive and significantly correlate with teachers’ job commitment. The study concluded that both the informational justice and interactional justice will enhance and improve organizational justice as well as teachers’ commitment in schools. The study recommended, among other, that the head teachers should ensure consistency in applying rules, maintain accuracy in the use information, and safeguard against bias when dealing with teachers’ issues, Also, the head teachers should involve staff members in decision making that affect them and show dignity and respect when explaining decisions outcomes to concerned teachers.
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